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21
Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
Vijayakumar, Poorani. - : Open Science Framework, 2021
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22
Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
Grofčíková, Soňa; Máčajová, Monika. - : University of Ljubljana, 2021
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23
Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας ...
Τσακαλίδου, Σοφία Π.. - : Aristotle University of Thessaloniki, 2021
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24
Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
Kunnel, Johnson. - : Werklund School of Education, 2021
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25
Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico
Santos, Maria dos Anjos Ferreira dos. - : Instituto Politécnico do Porto. Escola Superior de Educação, 2021
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26
Using verb morphology to predict subject number in L1 and L2 sentence processing: A visual-world eye-tracking experiment
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 115–132 ; 2399-9101 (2021)
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27
Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ ...
Feick, Diana; Knorr, Petra. - : Humboldt-Universität zu Berlin, 2021
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28
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
Marks, Rebecca. - : Open Science Framework, 2021
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29
Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
In: Languages ; Volume 6 ; Issue 4 (2021)
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30
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
In: Doctoral Dissertations and Projects (2021)
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31
Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln
Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021
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32
Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
Feick, Diana; Knorr, Petra. - : Humboldt-Universität zu Berlin, 2021
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33
SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
In: Middle and Secondary Education Dissertations (2021)
Abstract: The purpose of this research study was to examine language and literacy (L&L) concepts and strategies in a state-funded, early learning program. Within this context, the study focused on the pedagogy of early learning educators (ELEs) regarding phonological awareness (PhAw) and phonics as L&L concepts and the integration of performance arts (i.e., music, dance, lyricism, and theater) as L&L strategies. In addition, ELEs’ motivations to teach and students’ engagement in L&L lessons were also of interest in this study. Regarding methodology, the study utilized content and thematic analyses within a qualitative design and four different data sources were collected: ELE interviews (primary), The Creative Curriculum – Literacy (Heroman & Jones, 2010) used by the early learning program, ELE lesson plans, and state early learning standards. Much of the research literature supports phonological awareness, phonics, and performance arts in L&L instruction. However, this study focused on the ELEs’ experiences with and impressions of L&L concepts and strategies along with their motivations to teach and their students’ engagement with L&L content and strategies. The aim of this study was to find if there was a bridge between L&L theories and L&L practices; that is to say, were the notions of L&L theorists and researchers operationalized by L&L practitioners (i.e., ELEs)? From content and thematic analyses, seven themes were found, which included: the PhAw, phonics, and rhyme as important pedagogical content; the power of using student names; confusing and unsurety regarding language and literacy concepts; the need for more phonics and/or PhAw training for teachers; performing arts (music, dance, lyricism, and theater) as pedagogical strategies; multimodal, comprehensive literacy experience; multi-causal catalyzation of teacher motivation. I found that while there is room for improvement regarding the participant ELEs’ understanding and implementation of L&L concepts and strategies, they were in fact utilizing a substantial amount of theoretically proven L&L practices. In addition, the ELEs were highly motivated to teach L&L principles and their students were equally engaged in their L&L lessons. There were a few implications that resulted from the study. First, rich L&L training programs and resources should be encouraged and implemented, particularly in the areas of the PhAw, phonics, and performing arts. Second, richer pedagogical provisions in the form of resources should be offered to early learning educators regarding the PhAw, phonics, performing arts. The study concluded that a balance should be struck between two assumed dichotomous notions in relation to L&L: theory and practice as well as art and science. In addition, the value of fun and excitement in early learning pedagogy cannot have been overstated and must be fostered.
Keyword: Early Learning; Language and Literacy; Literacy Development; Performing Arts; Phonics (Continuum); Phonological Awareness (Continuum)
URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1121&context=mse_diss
https://scholarworks.gsu.edu/mse_diss/113
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34
Improving Reading Comprehension in Arabic English Language Learners
In: Culminating Experience Projects (2021)
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35
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
In: Culminating Experience Projects (2021)
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36
Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ...
Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021
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37
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
D’Angelo, Francesca. - : Studi di glottodidattica, 2021
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38
Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions
Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021
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39
O Contributo do Educador para o Desenvolvimento Linguístico das Crianças do Pré-Escolar ; A Consciência Linguística/Práticas
Xavier, Natacha. - 2021
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40
Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso
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